Ricardo G. Huerta Niño, PhD
Ricardox@sfsu.edu
Office: HSS 137
Department of Urban Studies & Planning
San Francisco State University
Office hours: Th 5-6 pm and by app
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Environmental Justice: Race, Poverty, and the Urban Environment
USP 515/GEOG 667
Course Description: This course examines the: (1) impact of discrimination and institutional racism on people,
land and place-based policies and practices, environmental decision making, and the right to equal protection
from harm; (2) race, class and equity implications and impacts of environmental problems and regulations; (3)
distributional dimensions of environmental degradation and environmental protection; and (4) origins and
impacts of struggles for environmental justice in the United States and other countries around the world.
Student Learning Outcomes
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Prepare students to critically analyze environmental problems, policies, practices, and impacts
Basic understanding of the way in which local, national and international decisions and forces affect
how people are protected and not protected from harm in diverse settings.
Understanding concepts and theories central to analyses of environmental decision-making,
discrimination, and struggles for environmental justice.
Understanding the history and development of the environmental justice concept and social movements
for environmental justice.
Ability to use knowledge learned in class to better understand contemporary social and environmental
problems and issues in cities.
Experience working on projects, activities, and discussions in small groups.
Application of research and writing skills to urban environmental planning and policy issues.
Enhancement of a broad and deep range of academic skills that include: critical thinking, problem
solving, writing, research, data analysis, PowerPoint, and written and oral communication skills.
Course Requirements and Grading: Students are expected to attend every class session. Attendance and
participation are essential to a good grade, as are: keeping up with assigned reading, submitting reading
summaries, being prepared to discuss assigned readings in class, and completing all required assignments on
time. Participation includes active, focused, and productive work in small group discussions and activities.
Required Texts: The required readings for this course are compiled in a Course Reader developed specifically
for the Spring 2014 semester. The readings have been carefully selected with the expectation that students will
read each text closely and be prepared to discuss it in class. In some weeks, students will be assigned readings
by group and will not always be required to read all the listed readings. Instructions will be provided. Students
should be prepared to both summarize the readings and engage them in class discussions. Students will also be
asked to view short videos online and come to class ready to discuss the videos.
Guest Speakers: The course will feature several guest speakers, including a variety of scholars, activists,
researchers, and planning practitioners to supplement lectures, videos, and readings. In addition to providing a
lecture on course topics, guest speakers will also share their experiences in a variety of institutions and can
provide insight for students interested in pursuing similar career paths. It is imperative that students demonstrate
a high level of courtesy to speakers, remaining engaged and attentive to their presentations. These are key
participation moments. We may have to shift dates as needed, to accommodate speakers’ schedules.
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Assignments: Assignments will be submitted both in person as hard copies, and online on iLearn. Students who
are not familiar and comfortable with iLearn should review the “quick start guide” on the main page. The
course has four areas of assignments: 1) weekly course readings 2) weekly reading summaries 3) a five-part
planning research paper, and 4) an in-class presentation of the paper. A separate handout describing each of the
assignments will be distributed in class. All written assignments must be typed, (1.5 spaced), checked for
spelling and grammar, dated and have the student’s name (Last, First). No late assignments will be accepted:
there is enough flexibility in the assignments to allow students to recover in case of a missed deadline.
Incompletes will be granted only under exceptionally serious circumstances.
Weekly time commitment: In addition to the in-class time, the course work is estimated to take on average 8
hours per week, including weekly reading, summaries, and research paper work, based on university guidelines:
“At least two hours of study is expected in preparation for each hour of class.” [www.sfsu.edu/bulletin/grading.htm]
Grading: Grades will be based on the following estimated weights. The estimated weights may vary based on
performance and improvement throughout the semester. Since the class only meets once per week, and it only
has about 12 meetings in which students have the opportunity to participate, it is critical that students attend
every class, and sign the sign-in sheet as they arrive. Signing-in is the responsibility of the student.
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Attendance and participation
Quizzes
Reading Summaries
Planning Report
Class Presentation
Midterm exam
Final Exam
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Important University Policies:
CHSS Withdrawal Policy: The last day to drop a class is February 7th, 2014 at midnight. Starting
February 8th – April 25th , 2014 you must submit a withdrawal petition. Withdrawal from a class starting
February 8th, 2014 will be considered for serious and compelling reasons only and must have accompanying
documentation. The following reasons are not considered serious and compelling: Changing your major,
poor performance, class not required for graduation/major, or more time needed for other classes. If you
wish to withdraw from class due to unexpected changes in your work schedule, illness or family
emergencies, documentation will be required, along with a copy of unofficial transcripts. If you are
requesting a withdrawal, bring your petition and appropriate documentation to the instructor. From April
26th– May 16th, 2014 you may not withdraw from a class or the University, except in the case of a serious
documented illness or verified accident.
CR/NC Option: March 21st, 2014 (by midnight) is the last day to request the CR/NC option. The Associate
Dean will not approve requests for changes if you miss this deadline.
Late Add Policy: The period to add classes via permit numbers is January 27th- February 7th (midnight),
2014. The period to add classes by Exception (2nd set of permit numbers) is February 8th-21st, 2014. It is
your responsibility to procure a late permit number from your instructor and add the class. Faculty cannot
add you into a class. Starting February 22nd, 2014 a Waiver of College Regulations form must be signed by
your instructor, Chair and CHSS Associate Dean to add. This will be approved only if there was an
administrative error.
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SF State Gateway: Sign up for CR/NC, drop and add classes by the appropriate deadline online through SF
State Gateway. Always check your registration after making any changes and before deadlines to be sure
you are registered properly for your classes. This is a student responsibility. Deadlines for all registration
procedures, including withdrawals and requests for credit/no credit, are listed in the class schedule and will
be strictly adhered to by the instructor, the Department Chair and the Associate Dean of College of Health
& Social Sciences. This can be viewed on the Registration Calendar at the following website:
http://www.sfsu.edu/~admisrec/reg/regsched.html
Disability Programs and Resource Center: Students with disabilities who need reasonable
accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center
(DPRC) is available to facilitate the reasonable accommodations process. The DPRC, located in SSB 110,
can be reached by telephone at 415-338-2472 (voice/TTY) or by e-mail at dprc@sfsu.edu.
Plagiarism: Students are expected to know how to use and cite sources for the purpose of a research paper
and any written assignment. Students can visit the Learning Assistance Center if they have any doubt about
their ability to cite correctly. Reminder from the SFSU Code of Student Conduct: “Plagiarism is a form of
cheating or fraud; it occurs when a student misrepresents the work of another as his or her own. Plagiarism
may consist of using the ideas, sentences, paragraphs, or the whole text of another without appropriate
acknowledgment, but it also includes employing or allowing another person to write or substantially alter
work that a student then submits as his or her own.” [http://conduct.sfsu.edu/standards]
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Date
Jan 30
Feb 6
Feb 13
Feb 20
Feb 27
Mar 6
Mar 13
Mar 20
Mar 24-28
Apr 3
Apr 10
Apr 17
Apr 24
May 1
May 8
May 15
May 22
Important Dates
Key Assignments and Activities
Assignment 1: Paper Topic & Sources
Assignment 2: Intro & Outline
Assignment 3: Institutions & Stakeholders
Midterm Exam
Spring Recess
Assignment 4: Analysis & Recommendations
Assignment 5: Research Paper Due
Student Presentations
Student Presentations
Final Exam
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Environmental Justice:
Race, Poverty, and the Urban Environment
Jan. 30: Introduction: Overview of the course/introductions
During the first course meeting we will review the course materials, introduce the goals and the framing for the
course, and go discuss requirements, expectations, assignments, and agreements. The lecture will also provide
the contexts in which the course is situated and the ways in which the course material and assignments support a
practice-oriented learning and engagement of the topics. Part of the class time will also include an in-class
exercise involving an in-class reading to give content to the contexts discussed. Students will be asked to begin
to identify a possible case for their planning paper assignment.
In class reading: Davis, Mike. 2004. “Planet of Slums.” New Left Review, Vol. 26.
Feb. 6: Central Concepts and Theories
In this session we review and explore key concepts, theories, and ways of seeing issues of environmental
justice. Among these are concepts, terms, and theories related to identity (race, ethnicity, immigration status,
language, region), poverty, nature, environment, urban, suburban, rural, rights (economic, civic, social,
cultural), prejudice and racism, classism, discrimination, segregation, NIMBYism, institutionalized racism,
toxics, urban design, and public health.
Readings:
 Joe Feagin and Douglas Eckberg, “Discrimination: Motivation, Action, Effects, and Context.”
 Blair, et al. “Assessment Bias Against African Americans and Latinos”
 Robert Bullard: “Confronting Environmental Racism in the 21st Century”
 Pulido, Laura, 2000. “Rethinking Environmental Racism and Urban Development in Southern
California.” Annals of the Association of American Geographers. Vol. 90, No.1.
Feb. 13: The Politics of Pollution and Development
In this session we discuss how decisions about the location and distribution of environmental benefits and
hazards are made, under what institutional conditions these decision are made, who makes these decisions, and
who benefits and who suffers from these decisions. Key terms and concepts include coalition politics, urban
regimes, community power, and the drive for urban development. An in-class activity will focus on the Philips
chapter to provide a common understanding of urban and development politics, dynamics, and interests.
In Class Reading:
 Phillips, Barbara, (2010), Ch. 15 “Getting Things Done” from City Lights: Urban-Suburban Life in the
Global Society. Oxford, New York.
Reading:
 J. Clarence Davies., “What is Pollution?” in The Politics of Pollution.
 The Politics of Pollution: Implications for the Black Community, Bullard and Hendrix Wright
 Reversal of Fortune, Radden Keefe, New Yorker Magazine, January 9, 2012 pgs. 38-49
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Feb. 20: Environmental Injustice: Unequal Protection from Harm
In this session we examine the concepts of “unequal protection”, “environmental racism”, and environmental
justice” in relation to theory, policy, and practice.
Reading:
 Almost Everything You Need to Know About Environmental Justice, United Church of Christ
 Catalina Garzón, “New Housing near Highways Threatens Community Health”
 Catalina Garzón, ‘Community-Based Climate Adaptation Planning”
 Craig Collins, “Crime without Punishment” (in Toxis Loopholes) (pp. 1-34)
 Craig Collins, “A Glimmer of Hope”, (pp. 233-240)
 David Harvey, “The Environment Of Justice” -- David Harvey
 Speaker’s article: TBD
Guest Speaker: Dr. Catalina Garzón, Program Director for Community Strategies for Sustainability and Justice
Program, Pacific Institute.
Feb. 27: Institutional Intersections Between Identity, Class, and Space I
In this session we examine the intersections between key factors informing environmental justice issues and
analysis: identity (including, race, ethnicity, language, region), class, and the space of the built environment.
The aim of the lectures is to provide students with a framework for understanding the intersectionality of
various factors in environmental justice: the ways in which challenges associated with race, class, and space and
further complicated and compounded when many factors are present at the same time. Key to understanding
these analyses is having a strong understand of federal urban policy history and practice.
Reading:
 Sacoby Wilson, Malo Hutson, and Mahasin Mujahid (2008). “How Planning and Zoning Contribute to
Inequitable Development, Neighborhood Health, and Environmental Injustice.” Environmental Justice.
December 2008, 1(4): 211-216.
 Irazábal, Clara and Razmi Farhat. (2008). “Latino Communities in the United States: Place-Making in
the Pre-World War II, Post War and Contemporary City.” Journal of Planning Literature. 22:3.
 Lisa Feldstein (2010). “You Eat Where You Are: Disparities in Food Access.” In Urban communities in
the 21st century: from industrialization to sustainability. San Diego: Cognella.
 Dreier, Mollenkopf, and Swanstrom, “The Roads Not Taken: How Federal Policy Promoted Economic
Segregation and Suburban Sprawl.” In Place Matters Metropolitics for the Twenty-First Century.
University Press of Kansas.
 Speaker’s article: TBD
Guest Speaker: Lisa Feldstein, Doctoral Candidate, Department of City and Regional Planning, UC Berkeley.
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Mar. 6: Institutional Intersections Between Identity, Class, and Space II
In this session we examine the origins and impacts of discriminatory and predatory economic practices. In
particular we look closely at the foreclosure disaster and they ways in which Communities of Color were
explicitly targeted by financial institutions, and we examine the enormous devastation on accumulated wealth
among Communities of Color and the long-term impacts and set-backs in social, economic gains of the last few
decades.
Reading:
 Engel, Kathleen C. and Patricia A. McCoy. 2008. “From Credit Denial to Predatory Lending: The
Challenge of Sustaining Minority Homeownership,” in Segregation: The Rising Costs for America
edited by James H. Carr and Nandinee K. Kutty. Routledge, New York.
 Ira Goldstein, “Sub Prime Mortgage Foreclosure and Race” (p. 1-14)
 Jeanine Mollof , The Hidden Foreclosure Crisis: The Predatory Nature of Home Loan Modifications –
 Davis, Paulina E. (2010). “Racism, Capitalism, and Predatory Lending...” Human Rights and
Globalization Law Review. Vol.4, P. 61.
 Speaker’s article: TBD
Video: “House of Cards: The Mortgage Mess.” CBS 60 Minutes (2008, 15 min.). “Steve Kroft reports on how
the U.S. sub-prime mortgage meltdown, in which risky loans drove a housing boom that went bust, is now
roiling capital markets worldwide.” [http://www.cbsnews.com/video/watch/?id=3756665n]
Guest Speaker: Sheri Powers, Homeownership Center Manager, Unity Council. Sheri has worked with
homeowners through the foreclosure disaster and will provide a firsthand account of the personal struggles she
witnessed, but also a regional assessment of the impact of predatory lending, as well as some highlights from
her work in helping families keep their homes.
Mar 13: Institutional Injustice in the Criminal Justice System Part I
This session is focused on understanding the links between the environmental justice and the criminal justice
system, with an emphasis on roles of key institutions and practices in the production and perpetuation of
stigmatized, criminalized, and neglected communities and neighborhoods, which leads to cycles of violence,
incarceration. We examine the rhetoric, conceptualizations, and political uses of the prison industrial complex,
linking it to planning history and practices, and exploring the dynamics and consequences on communities. The
lecture aims to underscore patterns of systematic and institutional social control and the ways in which
corporations, politicians, and developers, among others, benefit, which communities suffer.
Reading:
 Massey, Douglas. 2008. “Origins of Economic Disparities: The Historical Role of Housing
Segregation.”
 Davis, Mike. (1992). “Fortress Los Angeles: The Militarization of Urban Space” in Variations on
Theme Park edited by Michael Sorkin. The Noonday Press, New York, Ch. 7, pp. 154-180.
 Self, Robert O. 2003. “White Noose.” in The American Urban Reader: history and theory edited by
Steven Corey and Lisa Boehm. Routledge, New York and London, pp.442-454.
Guest Speaker: Dr. Renee Roy Elias, Research Consultant at UC Berkeley. Researcher, community planner,
and food justice advocate with 10 years of experience in food systems research, neighborhood planning, and
participatory planning/design.
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Mar. 20: Institutional Injustice in the Criminal Justice System Part II
This session is focused on understanding the links between the environmental justice and the criminal justice
system, with an emphasis on roles of key institutions and practices in the production and perpetuation of
stigmatized, criminalized, and neglected communities and neighborhoods, which leads to cycles of violence,
incarceration. We examine the rhetoric, conceptualizations, and political uses of the prison industrial complex,
linking it to planning history and practices, and exploring the dynamics and consequences on communities. The
lecture aims to underscore patterns of systematic and institutional social control and the ways in which
corporations, politicians, and developers, among others, benefit, which communities suffer.
Reading:
 Michelle Alexander (2010). Chapter 3, “The Color of Justice” from The New Jim Crow: Mass
Incarceration in the Age of Colorblindness. New Press, New York.
 Wakefield, Sara and Christopher Uggen (2010). Incarceration and Stratification. Annual Review of
Sociology; 36:387–406.
 Amnesty International (2007). “Maze of Injustice: The failure to protect Indigenous women from sexual
violence in the USA.” AI Publications, NY. (pp. 1-10, 12-13, 15-17, 19-25)
Guest Speaker: TBD
March 24-28: Spring Recess
March 31: César Chávez Day
April 3: Institutional Racial Bias and Discrimination in the Health Care System
In this session we examine the origins and impacts of unjust and discriminatory planning medical ethics and
practices that contribute to livings conditions and quality of life contexts that negatively affect the health, wellbeing, and life expectancy of impoverished Communities of Color. The lectures focus on understanding the
motivations, institutions pressures and interests, and the policy neglect that lead to these conditions and the
consequent alarming health indicators, especially among African American and Native Americans in certain
regions of the country.
Reading:
 Washington, Harriet. A Notoriously Syphilis-Soaked Race: What Really Happened at Tuskegee?
 Whaley, Arthur L. (2003). “Ethnicity/race, ethics, and epidemiology.” Journal of the National Medical
Association. August; 95(8): 736–742.
 Harmon, Amy (2010). “Indian Tribe Wins Fight to Limit Research of Its DNA”. April 21, 2010.
 Lawrence, J. (2000). The Indian Health Service and the Sterilization of Native American Women.
American Indian Quarterly, 24(3), 400–419.
 Beiser, Morton. “A Hazard to Mental Health: Indian Boarding Schools.” The American Journal of
Psychiatry, Vol. 131, No. 3.
 Richardson, Lynne D. and Marlaina Norris (2010) “Access to Health and Health Care: How Race and
Ethnicity Matter.” Mount Sinai Journal of Medicine.
 Acevedo-Garcia and Osypuk. 2008. “Impacts of Housing and Neighborhoods on Health: Pathways,
Racial/Ethnic Disparities, and Policy Directions.”
Video: Miss Evers' Boys 1997
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April 10: Climate Injustice
In this session we examine the differential and unequal impacts that climate change has and will have on places
and people. The lectures and discussion aim to provide students with an understanding of the nature and scope
of the impacts and threats of climate change, especially for the most vulnerable populations. We will use two
recent case studies to examine the role of planning in preparing for and responding to climate change related
natural disasters: hurricane Katrina and hurricane Sandy. We will also look at documents which attempt to
describe the threats and discuss plans and recommendations for government and citizenship action.
Reading:
 Rachel Morrello-Frosch, Manuel Pastor, James Sadd, Seth Shonkoff. “The Climate Gap: Inequalities in
How Climate Change Hurts Americans”.
 Gopal Dayaneni (2011). “Carbon Fundamentalism vs. Climate Justice.” Climate Justice, Race, Poverty
& the Environment. Volume 18, No. 1.
 City of San Francisco (2004). “Climate Action Plan for San Francisco: Local Actions to Reduce
Greenhouse Gas Emissions.” Department of the Environment (Executive Summary, Ch. 1).
 Gough, Robert. "Stress on Stress: Global Warming and Aquatic Resource Depletion." Native Americas
Journal, 16, Nos. 3 & 4 (1999): 46-48.
 Speaker’s article: TBD
Videos: “When the Levees Broke” (2006). “A documentary film directed by Spike Lee about the devastation of
New Orleans, Louisiana due to the failure of the levees during Hurricane Katrina.”
“Gender Justice in Times of a Changing Climate
Guest Speaker: Michael Mendez, Doctoral Candidate, City and Regional Planning, UC Berkeley. Climate
Change: A Case Study of Richmond, California.
April 17: Public Health, Safety, and Protection from Harm
In this session we will examine policy and planning approaches that can be used to effectively to promote
aspects a more broadly-defined understanding of public health. Protection from harm includes addressing issues
of the built environment that we typically think of in environmental justice (pollution, waste, contamination) but
it also includes the right to access to healthful and affordable food, as well as clean and safe living
environments. The session aims to provide an framework of understanding as to highlight effective approaches
for promoting health and safety in communities.
Reading:
 Lovasi, Gina S., Malo A. Hutson, et. al. (2009). “Built Environments and Obesity in Disadvantaged
Populations.” Epidemiologic Reviews, Vol. 31.
 Nancy Myers (2002). “Precautionary Principle Puts Values First.”
 US Environmental Protection Agency (2014). “Plan EJ 2014” (pp. 1-4, 7-22, view online)
 Lisa Heinzerling, (2002). “Pricing the Priceless” Georgetown Env. Law and Policy Inst.
 The Principles of Environmental Justice, Luke Cole
 Luke Cole (2009). “Environmental Justice and Entrepreneurship: Pitfalls for the Unwary.” Western New
England Law Review, pp. 601-609.
 Speaker’s article: TBD
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April 24: Community Economic Development Strategies to Reduce Environmental Injustice
In this session we examine local economic develop strategies that focus on building sustainable communities
and reducing environmental injustice.
Reading:
 J. Birchall (2009). “Resilience of the Cooperative Business Model in Times of Crisis”. International
Labor Organization, (pp. 1-14).
 Gar Alperovitz (2011). “Worker-Owners of America, Unite!” New York Times. Dec. 14.
 Elaine Wang (2007) “The Cleveland Evergreen Cooperatives.”
 Penn Loh (2010). Reflections on Evergreen Cooperatives in Cleveland.”
 Lynne Peeples (2011). “Omar Freilla Grows Green Jobs In The Bronx.” Huffington Post, Black Voices.
 Deborah Warren and Steve Dubb. “Case Studies In Green Community Wealth Building” (39-54).
Video:
 Ted Howard of Evergreen Cooperatives (13 min.)[http://www.youtube.com/watch?v=y_KWPFqOI84]
 “Holding Ground: The Rebirth of Dudley Street.” “Holding Ground is at once a cautionary tale of urban
policies gone wrong and a message of hope for all American cities.”
Guest Speaker: Dr. Carolina Balazs, Post-doctoral fellow, University of California Davis and research scientist
with the Community Water Center. Water and Environmental Justice in the Central Valley.
May 1: Social Movements and Environmental Justice
This session is focused on the role of social movement in fighting existing environmental injustices and in
securing and promoting environmental justice goals and principals to defending against future threats. Earlier
session focused on institutions, public policy, and systemic practices and interests that create hazardous and
unlivable environments. This session emphasizes the power of communities and coalitions in social movements
to counter the actions of those corporations, institutions, politicians, and business whose interests are not
aligned with community values.
Reading:
 Manuel Pastor and Rhonda Ortiz (2009). “Making Change: How Social Movements Work and How to
Support Them.” Program for Environmental and Regional Equity, pp. 1-15.
 Sonenshein, Raphael (2003). “The Prospects for Multiracial Coalitions: Lessons from Americas Three
Largest Cities.”
 LaDuke, Winona (2006). “Indigenous Power: A New Energy Economy.” Race, Poverty & the
Environment.
 Ishiyama, N. (2003). Environmental Justice and American Indian Tribal Sovereignty: Case Study of a
Land–Use Conflict in Skull Valley, Utah. Antipode, 35(1), 119–139.
 Huerta, Álvaro (2005). “South Gate, California: Environmental Racism Defeated in Blue-Collar Latino
Suburb.” Critical Planning 12: 92 – 102.
 Martin, Hugo (2001). “Proposed South Gate Power Plant Faces Fierce Opposition.” Los Ángeles Times,
Jan. 10, 2001.
Videos:
“A Possible Nuclear Dump” (25 min.) Save Ward Valley. “Nuclear Waste: Little Victory”: Skull Valley case.
“Our Lives Are Not For Sale: Environmental Justice in Southeast Los Angeles.” (2001).
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May 8: Student Presentations
Student digital presentation files are due on two (2) jump drives 15 minutes before the start of the class. Please
adjust your schedules now to make sure you submit the digital file in time to be loaded and tested before class.
Draft versions must also be posted by 10:00 the night before on (the online course page system). Changes can
be made to this draft but this is a back-up in case your digital copies on the jump drive fail.
Make sure to include a title page with your name and the presentation title, which may not be the same as your
planning paper title.
May 15: Student Presentations
Student digital presentation files are due on two (2) jump drives 15 minutes before the start of the class. Please
adjust your schedules now to make sure you submit the digital file in time to be loaded and tested before class.
Draft versions must also be posted by 10:00 the night before on (the online course page system). Changes can
be made to this draft but this is a back-up in case your digital copies on the jump drive fail.
Make sure to include a title page with your name and the presentation title, which may not be the same as your
planning paper title.
May 22: Final Exam
CHSS Policies
Final Exam: According to Academic Senate policy F76-12 a time period is set aside at the end of each semester
for a formal examination period. All classes are expected to meet during the final examination period whether
an examination is given or not. The final examination schedule is published each semester in the Class Schedule.
http://www.sfsu.edu/~acadres/final_exams/finals13.htm
“LATE AFTERNOON AND EVENING CLASSES: Late afternoon and evening classes meeting once per week
after 4:00 p.m. will hold final examinations at the regularly scheduled time and place according to the following
schedule… Thursday classes will hold exams on Thursday, May 23.”
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